3 Ways to Unleash the Most Creative Students Ever (Part 2)

December 4, 2020November 23, 2020Rachelle Dené Poth Leave a comment

Guest post by Chris Chappotin

Assistant Superintendent of Curriculum and Instruction

Design Solutions to Real Problems

Design solutions to real problems to develop the most creative students ever. There are enough unmet needs in our schools, communities, country, and world for our students to make a positive difference. The content you are teaching can become a connection point between neighbors’ problems and the creative solutions of our students.

Therefore, how can we mine real problems to craft opportunities to create solutions for students? First, pay attention to conversations around campus. Has a colleague uncovered a situation where a positive difference is needed? Is there a renovation need in the school building? Could we come together to beautify the playground or start a community garden? There are a myriad of ways to apply content throughout the school building and campus if we collaboratively look through the lens of problems and solutions to release creativity in our students.

Second, pay attention to local businesses and service-organizations that may be at work improving life in the community. When my son was in 4th grade, he and a few friends galvanized their teacher, classmates, and classmates’ parents to partner with a local service organization for “Neighborhood Fun Day: Kids Helping Kids Through the Power of Friendship.” The students creatively applied the state standards they were learning to plan, promote, and pull-off an amazing event at a local park that included face painting, games, a lemonade stand, food, and friends. My son and his school friends were presented with a problem. There were kids in their city who did not have the same opportunities they did, and “Neighborhood Fun Day” was how they chose to make an impact. I am thankful for his teacher’s willingness to engage students in problem-solving and empower them down whatever pathway their creativity would take them. Now, my son is two 6-weeks into his 8th grade school year, and he still talks about the positive difference he and his friends made 4 years ago.

Third, pay attention to culture, technology, politics, and other pertinent current events. When presented with an appropriate problem in any of the aforementioned areas, what possible solutions will students dream up? Will they start a podcast, YouTube channel, or blog? Will they design a video game, robot, or website? Will they write a comic book, start a business, or launch an app? Who knows? However, teaching them how to curate the world around them with appropriate analyzation, strategy, and problem-solving while also taking actionable steps to make a positive impact will be deeper learning and skill-development they will remember forever. Plus, they may not need to remember anything, because the creativity that results from the problems you present may not just result in an assignment for school; but instead, an ongoing alteration to their life right now. With problems to be solved all around, let us be quick to invite our students into solution design to develop their creativity and make our world a better place.

Coach and Resource

Coach and resource when needed to develop the most creative students ever. For the educator, this is a journey of relinquishing control. Basically, if you want to control your classroom, give control away to your students. When you design a learner experience that relies on their application of content through intrigue and the solving of real problems, students will begin to drive and even demand learning. Now, you have captive creators ready for more of what you can give: coaching and resourcing.

First, in the design phase of the learner experience, anticipate the resources that will be needed. You can accomplish this through student data analysis, asking other educators for feedback on lesson design, and, depending on what you are attempting to accomplish, utilizing resources that are already available. Furthermore, as the learning experience launches, opportunities will arise for the teacher and students to create and curate resources along the way.

Second, strategically support students through pre-planned and impromptu teacher-led and student-led workshops throughout the learning experience. Through formative assessments, academic conversations, and student feedback, you will know exactly what your students need, and if you don’t, keep asking them. Workshops can be based on standards, applications, idea-generation, critique, or just about anything. Fluidly moving in and out of these purposeful small groups will empower students to take necessary next-steps in their creativity.

Third, teach students how to resource themselves to solve micro-problems on their way to solving macro-problems. In prior times, we might have referred to this as research; however, today this has evolved into team-building, researching, and collaborating. Each of these skills are needed in today’s workplaces and schools. As a result, let’s nurture their development within our learner experiences. That way, students can grow to be confident and competent in their own creativity, because a lack in these skill areas is not holding them back. In other words, if we can teach students how to access the resources already available to them and create anything additional that they need, in the end, they will be ready to face any challenge that comes their way throughout the learning experience.

Students are wired for creativity. As educators, we must design opportunities for them to practice. By mining through the facilitation of intrigue, collaborative design of solutions to real problems, and coaching and resourcing along the way, we can craft learner experiences that consistently unleash the creativity in our students. As a result, they will run to our classes, make a meaningful difference, and have loads of fun along the way.

What if Students Designed Their Education?

November 2, 2020October 20, 2020Rachelle Dené Poth Leave a comment

Originally published on Getting Smart, updated

In education today, there have been a lot of discussions in regard to what skills students may need for the future. We hear conversations about “21st century skills” and how to best prepare students for life and work in the 21st century. Often these 21st-century references are followed by reminders that we are well into the 21st century.

According to Alan November, keynote speaker and international leader in educational technology, there are certain skills that students need and that teachers need to promote within the classroom. Students need to be taught “how” to learn and prepare for more than knowing the content, by developing skills that are transferable to multiple areas of life and work. During a keynote presentation, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance of students developing skills such as being able to communicate, collaborate, problem-solve, think critically, to name a few. These are some of the key skills that will enable students to be adaptable to whatever type of work they ultimately find or whatever the next steps are once they leave high school, whether enrolling in college, seeking employment, pursuing specialized training.

With changes in technology and in the capabilities when it comes to learning and the future of work, we don’t know skills will be needed years down the road. The best we can do is to provide students with access to the right tools to equip themselves with not only the content that we are teaching, but infuse the curriculum with choice through independent learning and exploration of interests that students have.

Changing the Look of Schools and Learning

We’ve heard about the “gig economy” and how students need to have the capability of working in different industries and with different types of work. In a gig economy, each job or work assignment is comparable to an individual “gig” or temporary employment. We need for students to do more than simply consume content, we need for them to create and beyond just creating with the content we have given them, they need to come up with their own questions and problems to be solved. Students need to be the designers of their learning journeys.

So what can we do to help our students become part of Generation DIY?

Students need space to design their own learning path and to take charge of their education. There are instructional strategies that lend themselves to this “generation do-it-yourself” such as a genius hour, project-based learning, service-learning, experiential learning, and makerspaces, among others. As educators, what can we do to ensure that all students have an equal opportunity to explore and have access to whatever it is that they might need? How can we truly know what they will need in the future to enable us to help them? We can best prepare by giving and being open to options that diverge from the traditional look of schools and learning.

Schools around the country have started to offer more courses based on emerging trends and what the “predictions” are for future-ready skills. Some courses or components of courses available in schools, including my own, are entrepreneurship, web design, sports and entertainment management, and other courses with content and opportunities to help students develop the skills necessary to design their own learning journeys. Students need more real-world opportunities to engage in that connect them with their community and develop the skills to assess needs in the community and globally, and brainstorm ways to offer services that will be beneficial for others. It happens that educators often assume that students have certain skills, for example, they know how to use and leverage technology effectively because they have grown up in a technology-infused era. However, the reality is quite different. Students need time to learn to adapt and be flexible and move beyond the traditional format of school and move into more learning that does not necessarily have clear-cut specifications.

Options for Generation DIY

You might wonder what options exist for students in the Generation DIY. Here are a few ways for students to explore different choices after high school that would promote some of the skills they will need as they prepare for the uncertainty of the future of work and learning.

Schools can consider creating more opportunities for students through Career and Technical Education (CTE) programs. Through these programs, students can explore careers and work on building skills that are transferable to diverse types of work. When students have access to CTE programs, they get to look into emerging trends in the workforce, explore different careers and walk away with certifications that can increase their marketability in the workforce. For students who may be unsure of the next steps after graduation, CTE programs can offer them time to be curious by exploring possible career options, while developing their skills in high school.
Place-based education gives students the opportunity to explore their communities, learn about the geography and immerse more in authentic learning by stepping out into the “real-world” for more meaningful ways to develop skills in math, social studies, science, language arts, and other content areas. There are six design principles in PBE, which are not required as part of the place-based education, however, when they are included, lead to more authentic and higher quality experiences. The Place Network is a collaborative of rural K-12 schools which provides a wealth of resources for learning more about PBE and becoming a PBE school.
Service learning programs give students an opportunity to learn by exploring real-world issues, even investigating on a global scale and then taking action in their own community. Educators can implement methods such as project-based learning or inquiry-based learning to engage students more by addressing problems or challenges identified in their local environment. Involving students in service learning programs gives them the chance to build skills for the future and learn about their own interests in the process.
The Generation DIY Campaign is aimed at giving students the chance to “chart” their own course through high school and college by exploring different careers and developing diverse skills that are transferable to multiple areas of work. The Generation DIY toolkit provides information and resources for educators and students to get started and also includes personal stories about the process and impact of Generation DIY.
Artificial intelligence (AI) is a growing area in which students can design their own technologies to address issues they identify in the world. AI use is increasing and students can become the creators of AI that can possibly change the way students learn, by creating things like chatbots, or learn how to code and create a virtual assistant. There are many tools available for students to explore how AI is used in everyday life and design their own project based on AI. These technologies help students to build skills in problem-solving, critical thinking, collaboration, and creativity, to name a few, which are essential skills for whatever the future holds for them.

In the end, it comes down to the different choices that we make available for students in schools today. While we certainly cannot predict the jobs that will exist in 10 years, when the current kindergarten students will be entering their high school years, the best way to prepare is by having options in place and connecting school and community.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks

Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Wednesdays at 4pm EST on Learningrevolution.com THRIVEinEDU Join the group here

Explore New Ideas and Learning With Buncee

October 26, 2020October 22, 2020Rachelle Dené Poth Leave a comment

Explore New Ideas and Have Fun Creating With Buncee!

Now that the school year has started and for many, some are moving toward the end of the first grading period, you might be looking for some new ideas to try. Don’t worry, once he definitely has you covered when it comes to finding new ideas to use in your classroom. Whether you check out the many visually engaging tweets of Buncees created and shared by educators from around the world. Educators are posting how they are using Buncee in their classrooms with their students or in their roles as administrators and tech coaches. You should also explore the many templates available or ideas in the Ideas Lab, you can find exactly what you need.

Join the Buncee Educator Facebook community Check out some recent Idea o’clock live sessions that were held. The past couple of weeks had Shannon Miller, Amy Storer and Karina Q sharing ideas for journaling and time capsules, tips for instructional coaches and interactive Buncee journals and OneNote.

Sometimes we just need a few ideas to get started with and then before you know it, we come up with a bunch of ideas and what I find even more often, our students come up with many of their ideas as well. One that I start with in my Spanish and STEAM classes is creating an About Me. I love creating a new one each time with them! We are just getting started this week and I cannot wait to see what they create!

More Ideas to Try

With many schools looking to hold events for families virtually, why not try using some of the templates available within Buncee. It would be fun to have students create their own Buncee to share what they have learned and how they are enjoying their class. Students can add in a video of them talking about their experiences so far and add 3D objects, animations, stickers, emojis and more! All of the student Buncees can then be shared on a Buncee board to share with families. Imagine how fun it would be to see and get to know classmates and post comments even!

Perhaps create your presentation to share all of the information about your class and design your virtual classroom choosing from many the templates available. Why not also include your bitmoji and then record audio and video to go along with it. It’s very important for our students and their families to be able to see and hear us and our excitement for teaching and working with the students. What better way than to create a Buncee virtual classroom

Love these ideas shared from Buncee! Find the templates available in the Buncee library:

Meet the teacher flyers

Virtual classrooms

Daily remote learning journals

Time capsule activities

Digital citizenship lessons

Social media profiles

Record a video for genius hour

So many choices!

Get involved in the upcoming Global Write with Buncee and help to connect students with students from around the world. Daily prompts are provided for students to create and share stories. Learn more about this amazing collaborative project and get involved today!

Check out the many ideas that have been shared by Holly Clark. Look how many great ideas are listed in this graphic! Check out what teachers and students can do with Buncee and see which apps you are using that integrate with Buncee too! My students love using Buncee with Flipgrid and I love being able to share Buncees through Microsoft Teams and even schedule meetings! The possibilities are endless!

Explore the many new templates and have students create vision boards and more with Buncee! Virtual lockers, class schedules, organizers, newsletters, About me Buncees and so many other options to get started with here.

Learn about how other educators are using Buncee in their classrooms. Read about how Teresa Liu is using Buncee to engage special needs students in this blog post.

Updates and training!

If you’re looking for some help in getting started with Buncee, don’t miss out on the daily live training that is offered throughout the week. Each session is focused on helping educators get started with Buncee by showing some of the many possibilities and where to find all of the amazing graphics and the options that are available within Buncee. There really are endless possibilities when it comes to creating with Buncee and there is something in it for everyone.

I love taking courses through the Microsoft educator program, check out the Buncee course on Creative Expression & SEL with Buncee.

Buncee is always adding new features and expanding all that they provide for educators and for student learning. Recently they had a partnership with Flipgrid where now you can find many Buncee templates available to use in combination with Flipgrid, especially some for promoting SEL and also for organization. Stay tuned for some new updates coming with Buncee’s partnership with Microsoft.

Get involved!

Buncee is currently taking applications to become part of their Ambassador program. Applications are due on October 9th and if you’re looking for a supportive network to become a part of and to learn more about the power of creating with Buncee, I definitely recommend that you check out the ambassador program and see what is happening in the community. Especially at a time like now, where we are working through a lot of challenges in the world and an education, we need to have a supportive network to learn and grow with, especially one that is focused on promoting student voice and choice!

One of the ambassadors, Ilene Winokur has been telling the story of Bunceeman’s adventures! Bunceeman is visiting all of the Buncee ambassadors and this is a fantastic way to collaborate and learn about people and places from around the world! Check out his adventures here!

Global Events Coming up!

DigCit Summit happened on October 14th and Buncee was a sponsor of the event. See all of the digital citizenship templates and graphics available in the Buncee library! One of my first Buncees was a digcit lesson! Add in links, videos, audios, questions and more to create a lesson for students and then have them create their own digcit PSA! Join in the #Usetech4good Buncee challenge!

Global Maker Day is coming up on October 20th! Sign up to join in this day of amazing learning opportunities! Looking forward to seeing some Buncees created and shared throughout the day!

Providing for Different Learning Styles

October 20, 2020October 19, 2020Rachelle Dené Poth Leave a comment

As educators, it is important that we find ways to provide more personalized learning experiences to meet the individual needs of our students. What this means is that beyond simply offering more choices in the types of assessments we offer students, we must do more by learning to understand the specific learning styles and interests of each of our students. We must differentiate our instruction and to do so requires that we develop a clear picture and gain a deeper understanding of the various learning styles of the students in our classrooms. When we do this, we can then design lessons that are focused on the specific student learning styles and offer more individualized choices for students. Whether that offers more options to work independently or in groups based on a specific topic, an area of interest or even based on the level of understanding of the content, we serve them best by having the right resources available for them.

Each of our students have specific needs and preferences for how they learn and we do the best for them when we help them to identify these preferences and then offer a variety of materials and resources for them to explore. It is not about always using a digital tool or shifting away from traditional methods, but rather being able to determine which of these options will work best for each of our students. It also means helping students to become more self-aware of their own interests. One change that has helped me to better identify these styles and guide students in my classroom is by using the station rotation model.

Through the use of stations, I am able to provide multiple activities that enable students to interact with the content in a variety of ways. There are tech and no-tech options, student and teacher-created materials, hands-on activities to choose from, and times where students decide on a focus for their group. By providing a variety of learning options for each student, giving them all the opportunity to explore, we empower students with more meaningful and personalized learning that will lead to more student engagement and content retention.

Learning Styles: The VARK Model

In 1987, Neil Fleming designed what has become known as the VARK model. Fleming developed this model as a way to help students learn more about their individual learning preferences. The VARK learning styles include: visual, auditory, read/write, and kinesthetic.

Personally, I have always been more of a visual and somewhat kinesthetic or “hands-on” learner. At varying points throughout my life, I can recall taking a test and being able to see specific notes that I had written in my notebook, but still being unable to respond to questions. I tended to create graphic organizers and had my system for making more visual connections with the content. Many of my students are visual learners and over the past two years, have often noticed that they have specific ways of processing the information in class as well as how they prepare and respond during assessments. We must be able to provide different options for our students where they can choose a format that will best suit their interests and needs in more authentic and personalized ways.

Visual Learners

Visual learners are more likely to use charts, icons, images and are able to more easily visualize information and as a result, can retain it longer. An estimate is that visual learners make up approximately 65% of the population, and remember 75% of what they read or see. Visuals learners prefer to do projects and presentations that involve creating visualizations of their learning. For visual learners, some good options include creating infographics, using Augmented and Virtual reality for creating immersive experiences, designing 3D objects, sketchnoting, or using digital tools such as Padlet or Wakelet to curate content in ways that promote better visualization of content. Visual learners would also benefit by creating a mindmap or making flashcards, which can also be done using a digital tool like Quizlet.

Auditory Learners

Auditory learners listen carefully and often focus on the tone or the rate of speech, and may also benefit more by having supplemental resources made available to them such as videos or audio recordings. Learners of this type can recall information such as song lyrics and conversations, and can often recreate a story more easily because of that auditory connection they have. There are many options to engage auditory learners more by selecting options that promote listening and speaking skills. Some ideas include using video response or podcasting tools to have students explain concepts or brainstorm ideas. Another option is by creating a more interactive presentation using a tool such as Voice Thread, students will connect with the sounds, dialogue, and tone used in a presentation such as this, where they can listen and respond. Another idea is to use Flipgrid to post a question and have students also respond to classmates to further the discussion and promote higher-order thinking. Try using Synth to create a podcast for students to have the active listening component addressed, and invite students to listen and respond to the prompts by adding a thread to the podcast.

Read/Write Learners

Read/write learners prefer to have the text available to them in some written/tangible format. Whether students first take notes and then decide to rewrite their notes for additional practice, or read over their notes each day for review and class preparation, these learners benefit from sustained interactions with the text. The more they interact with written formats, the better equipped they are to understand the content. Beyond writing in pen or pencil, or creating a document, using some tools such as Kidblog, for writing a story and getting started with blogging is a good way to promote reading and writing opportunities. Another idea is to have students create a multimedia presentation with a tool like Buncee to tell a story, adding text and icons to make the content more meaningful. These options make the activities more authentic and aligned with the needs of learners of this type.

Kinesthetic Learners

Kinesthetic learners learn best through hands-on learning opportunities. Students spend a lot of time sitting in classrooms and perhaps more passively learning. We need to design ways for students to be more active in the classroom. Some choices would be through a STEAM curriculum, the use of makerspaces, place-based learning, game-based learning and creation, designing projects and having students engage in project-based learning (PBL).

Multimodal Learners

For some students, providing options that foster a multimodal learning style is most beneficial. A multi-modal learning style means that you benefit through multiple ways of processing the information which can be through images, sounds, movement, speech, audio, visuals and more. When I have used stations in my classroom, providing the different options at each station was helpful for students who are multimodal learners, to be able to interact with the content in different ways. Some of the tools that I have used include Nearpod, Kahoot, Quizlet, in addition to giving students options to create something based on their own choice, which lends itself to more hands-on learning. The use of infographics, hyperdocs, choice boards, and even digital breakouts can give students a variety of ways to engage with the content and provide activities that will meet each learning style.

All students benefit from multimodal learning options that support a Universal Design for Learning (UDL). Providing something for each student and offering a mix of learning tools will help students to master the content in more authentic and personalized ways.

Interested in learning more about your own learning style preferences? You can take the VARK questionnaire and find out what type of learner you are.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks

3 books.png

Buncee for engaging learning opportunities!

September 24, 2020September 24, 2020Rachelle Dené Poth Leave a comment

We are a few weeks into the new school year and for many educators, it has been an interesting start to the year. Whether in physical classroom spaces or in a hybrid or distance learning environment, our focus at the start of the year is on building relationships and engaging students in learning. The challenge this year for many is creating the right spaces to build those relationships when we are not together in our physical classrooms. Buncee provides so many possibilities for doing just this.

Introductions

I can create with Buncee and engage my students in opportunities to not only create and engage more in learning, but provide a way that they can feel connected to each other if we cannot be together in the same physical space. A great place to start is exploring the Ideas Lab. There are great templates available to choose from that work well for the beginning of the year and a back to school theme, or for some ice breakers to build relationships that are so important.

Check out some of these recent additions to Buncee templates for having students express themselves by creating an acrostic poem or a virtual locker. These are great options to have students create a Buncee to introduce themselves to their teacher and to their classmates!

(this one was shared by Buncee)

(drag and drop items into your virtual locker)

Using Microsoft Teams or Google Classroom, it makes it really easy to share these with students. For global collaboration, create a Buncee board to post all of the amazing student creations. With project-based learning, my students have been able to connect with students in Argentina and Spain and share a little bit about their experiences as students and what life is like here in the United States. With all the options available for creating within Buncee, it’s fun for students to be able to create something that represents who they are and even to have the option to include audio or video to really get to know each other. Being able to collaborate like this is quite valuable regardless of where learning is happening but definitely beneficial as many schools are working with hybrid and distance learning. It helps students to feel more connected to their classmates and their teachers and also to be able to connect on a global scale which is important for all students.

Teach a Lesson

One of my favorite ways to use Buncee is to create lessons to share with my students. One of the first ones that I did was to teach about digital citizenship and it was easy to create something using all of the different options available within the media library and to give students an opportunity then create their own buncee to share what they had learned.

Set up class expectations for virtual learning

Explore the templates and create something like this fast and make it your own by selecting from the more than 35,000 choices available in the media library!

Ready-made templates and new topics

Something else that I’ve always loved about using Buncee is that it integrates with other tools that we use in my classroom. With this new partnership with Flipgrid, there are even more ways to use these tools together to provide more opportunities for students to build essential skills. You can find pre-made Buncee templates available in the discovery library focused on topics like social emotional learning, goal-setting and schedulers and organizers. Check out all of the choices today!

One of the things I love the most about using Buncee is that there is always support available. Whether you connect with the Buncee team through the different social media platforms, or make connections with educators from around the world through Twitter or Facebook, there are so many ways to learn and grow as educators. And even more importantly, to bring new opportunities to our students. If you need some quick resources on different topics, check out all of the many options available at their Buncee help desk.

Looking for more ideas? See what the Buncee Ambassadors are up to! Explore the 66 ideas for using Buncee from Maria Jose Giavedoni. Did you catch the Creative Beginnings event at the beginning of August? Three days of sessions and so many topics and ideas. Catch the recordings here.

Coming up:

Don’t miss out on the new idea o’clock with Buncee starting September 16th happening live on Facebook at 7:30 p.m. Eastern. First up was Shannon Miller and Amy Storer is on the 23rd! Be sure to tune in to learn new ideas from Buncee educators!

Find more in the Back to School Resources Kit

Check out the videos available here.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks

Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Wednesdays at 4pm EST on Learningrevolution.com THRIVEinEDU Join the group here

Game based learning versus Gamification.

September 8, 2020August 23, 2020Rachelle Dené Poth 2 Comments

Guest post by Brigid Duncan @MsBDuncan

There is a difference? So, what is it?

A close up of a dinosaur

Description automatically generated

As many teachers head back out to instruction with many fears and anxiety of the unknown to come this school year, I am happy to share that being on lockdown for many months, there was a silver lining in it for me. And that was being able to attend many online professional training programs for free, in places I would have to travel too to get to those conferences. Extremely fortunate to connect with many amazing and talented curriculum and instructional educators. At one of these online PDs I met @Sarahdateechur from Microsoft and Cue #GETA sessions on Steps to gamify your instructional approach to classes.

In this session, stark differences were drawn between the two instructional teaching tools. Whoa! Who knew that they were different? Gamifying as she stated has been around for many decades. We all remember the excitement when we got back a test and there was a “red star “on your paper. This meant you got 90% or higher. And if you got the “golden” star you aced the test with a perfect score of 100%. Today in education, this is not the best way to assess or motivate student learning outcomes, however this was a primitive way of introducing gamification into the class lesson. Badges for merit rings a bell?

Gamification takes your class lesson and uses themes to create excitement, engagement and innate motivation to get the lesson assignments completed while having educational fun. Students can work in teams by choosing a token player, mascot or game piece for their team identification, and then complete lesson stations/group activities. Along the way they collect a stamp for each completed activity. And all if all stamps on score card are filled in, congratulations you have earned your first badge. Challenges can be created to mimic standards from DOK levels of 1 to the highest level of rigor difficulty, an instructor wants to make the lesson. Differentiation is also evidenced by having groups from low level challenges to high level, still actively participating in the game and completing the lesson essential question or objective successfully.

The super talented @MeehanEDU author of EDrenaline Rush has designed many thematic and challenging gamified lessons that you too as a teacher can see and feel the excitement invested to want to complete this game and get that prize. Gamification can be built on current or “pop” themes. The game of Thrones, Harry Potter and use the Houses as game token or player. Teachers have used creative writing interwoven by way of mini stories, as they developed these gamified lessons. Stories that when included add more excitement as students read instructions to get to that prize.

Another great Gamification Master, as I like to refer to him is @MrMatera. A middle school social studies teacher who use his curriculum to create the gamification themes. Teachers can design themes based loosely on pop culture movies retro movies such as Indiana Jones, Star Wars, or more current ones such as Stranger Things or Game of Thrones. Most important element that makes gamification works, is having a challenge adding some element of danger/ depth defying or “must save the day” to complete a mission. Thus, class teams work together to defeat the “bad guys” to earn that badge of honor. Added bonus: classroom community and relationships are forged.

So the question becomes where does a teacher begin. How much will this cost me? I highly recommend starting on a Tuesday night visiting Twitter. The instructional coaches and mentors mentioned in this post, who are all great people to follow. Most have Tuesday or Wednesday chats based on how to start gamification in class. What practices have worked. Some teachers even share lessons that you can re-mix with credit to that teacher, so that you can practice or build into your curriculum instruction. Unfamiliar with what are popular movies? This is the best time to get to know your students. Have them share what are movies or tv shows are they watching now. Build from them and see how much more they connect and build a relationship with you, as you used movies that they shared with in class, in a lesson. Bonus points with students: if you know they struggle with a math concept like say fractions but used a movie theme they like…and designed fraction lesson based on that theme, chances are you have them engaged already to trying your lesson. A win-win for everyone.

I hope this post has inspired you to rethink and want to try incorporating gamification into your lesson plans. Start simple maybe with your syllabus or classroom expectations and then assess how it worked with your students. Do come back to the second part of this post, which is centered more on game-based instruction, creating games the old school style. Retro! Until then happy learning teacher friends!

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my weekly show on Wednesdays at 4pm EST on Learningrevolution.com THRIVEinEDU Join the group here

Versatile Tools for Blended Learning

August 27, 2020August 13, 2020Rachelle Dené Poth Leave a comment

Posted originally on DefinedSTEM: Ideas for some AR/VR for Blended Learning

Years ago when I started to use more technology in the classroom, I thought that by having students watch videos at home, rather than in class, I would be “flipping” the classroom. Fortunately, I learned quickly that I was not, and made some changes to implement blended learning instead. As part of my ongoing reflection, I continue to think about the many changes that I have made and the tools that have helped me to create a more authentic and engaging learning experience for my students. There are so many tools available, and we always want to first consider the “why” behind using them and also think about the purpose and how versatile the tools can be. Learning opportunities for students are everywhere and the best part of having so many choices is that it promotes student agency. Students can find something that meets their interests and needs, and that offer more meaningful ways to engage with the content. Choices will lead to purposeful learning experiences for students.

Sometimes it is fun and beneficial to try unconventional tools or methods, to immerse students more in learning and do things differently than what they have become accustomed to. Making a change to thttps://www.definedstem.com/blog/versatile-tools-for-blended-learning/he traditional style and structure of the classroom can feel uncomfortable at first, but giving students more control in designing their learning is worth it. The flexibility of these tools enables learning to happen anywhere and at any time, based on the student’s or school schedule, which help to foster a blended learning environment. Here are a few ideas to immerse students in learning.

Augmented/Virtual Reality

One of the biggest areas of growth in education has been the use of Augmented and Virtual Reality in the classroom. In my own classroom we have used a variety of tools and students have enjoyed the time exploring new tools and definitely different ways to learn. The idea of teaching by using tools for AR or VR can seem challenging, but it really can be quite simple to add it into the course and there are tons of resources available. I recommend exploring the resources shared by Jaime Donally on all things related to Augmented and Virtual Reality in education.

These tools can offer more powerful ways to immerse students in learning, to “travel” and “explore” places and things more closely. Students can create, problem solve, become more curious and experience something unique through the use of these tools, which enable learning to happen beyond the classroom walls and involve students in more collaborative experiences.

Tools to try:

3DBear: A newer platform that enables students to add objects into their space and then narrate a story in augmented reality. Teachers are able to create a class account and can choose from the lessons available for grades 1-6 and up, in content areas including ELA, Math, Social Studies, Science, and also STEAM-related topics. Each lesson includes links to reading materials, timelines, and also worksheets. Teachers can sign up for a free trial.
CoSpaces: A tool for creating “spaces” where students can tell a story, create a game to represent their learning in a more authentic and meaningful way. Students can work together on projects and design a more immersive story together. Working together helps students to develop their digital citizenship skills as well as promote social emotional learning skills. An engaging way to reinforce content by having students design spaces they can then “walk” through in virtual reality.
Metaverse: An augmented reality tool that teachers can use to create assessments with or have students design an interactive “experience” full of choices in characters, GIFS, 360 images, themed objects and more. There are “experiences” available and it is easy to get started by watching the tutorial videos from Metaverse. Students can create their own experiences and share them with classmates and teachers can create more engaging review activities for students.
Shapes 3D Geometry: An app that gives students and teachers a more interactive way to explore core concepts of geometry and that can help students discover 2D and 3D shapes in an augmented reality experience. Using a Merge cube, students can examine 3D shapes by holding the solids in their hands, manipulating them and being able to more closely understand the core concepts of geometry.

Learning beyond the classroom: Virtual Field Trips

It is important for students to experience learning and explore the world, beyond the limits of the classroom time and space. While we can’t easily take students to faraway places,there are different tools that make these “trips” possible. The right tools bring in a world of learning for our students, enabling them to closely look at a location rather than by simply watching videos or looking at pictures in a book. We can even connect students with other classrooms and experts around the world by using one of these options in our classes. Many of these tools are easy to get started with and some even have lessons available, which makes the lack of time factor, not an issue.

Tools to Try:

Google Expeditions: By using Google Expeditions, teachers can “guide” students in faraway lands or have them closely view an object in Augmented reality. All that is required is the App, and then students need to be on the same wifi as teachers in order to “explore” in the classroom. Teachers can choose from more than 100 objects in augmented reality and 800 virtual tours to travel around the world. Each tour includes a script with guiding questions and enrichment activities, all easily accessible by downloading them to a device.
Skype: Years ago, connecting with other classrooms took a lot of time to plan, working with different schedules and access to the right technology. Now through tools like Skype, students andteachers can connect with anyone in the world. By joining the Microsoft community, teachers can connect with other classrooms and create connections for students to communicate by using Skype or for more fun and pushing the critical thinking, collaboration and problem-solving skills, try using Mystery Skype.

Tools for anywhere learning

With blended learning, students have the online component as well as the traditional in-class instruction. One type of blended learning involves the use of stations. By using some of these tools, especially if access to devices is an issue, students can participate in station rotations and learn in multiple ways. The best part is that these tools are accessible when convenient for students as well.

Nearpod: A favorite because it is such a versatile tool that offers a lot of options for how to have students interact with the content, and even go on virtual reality tours and explore 3D shapes. Some of the activities you can include are polls, open-ended responses, matching pairs, for a few and also including content such as BBC videos, PhET simulations and more recently, a Desmos graphing calculator. A tool to enhance instruction whether in or out of the classroom, and one which students can use to create their own lessons to share.
Buncee: Students can create multimedia presentations that include a variety of items such as animations, emojis, 360 images, and web content including videos that can be embedded into the presentation. Teachers can create a lesson using Buncee by adding videos, audio, including hyperlinks and sharing one link with students, that leads to multiple other activities.
Quizizz: A game based learning tool that can be used for instruction, both in and out of class, or for students to create their own games as more authentic practice. Quizizz has thousands of games available in the library and recently added a student log-in that enables students to track their progress and gives them access to prior games played so they can always go back and review. Having this available to students makes it more personalized because students can get extra practice whenever they need it.
Kahoot!: Challenges with Kahoot have become quite popular. Teachers can “challenge” students to participate in a game as a way to practice the content or review for an assessment. Students can even challenge each other by sharing games and codes, which makes it good for peer collaboration and building the social emotional learning skills.
Synth: A podcasting tool that can be used to have students respond to questions, participate in a conversation by responding to a prompt or a “thread.” A thread is a string of responses in a conversation. Creating with Synth is easy and simply by recording a prompt that can also include a video, teachers can promote communication and student discussion beyond the school day. Teachers can then listen to all student responses as a podcast.

Finding new tools to explore is always fun, especially when we have students create with them and share their work with classmates. We learn more about their interests and needs and they have a more personalized experience.

These tools have made an impact on my students this year and I have seen a lot of benefits by offering students a variety of tools to choose from. Creating a more interactive classroom experience and expanding the where, when and how students learn, leads to more of a blended learning approach. It is important to show students that learning can happen anywhere and give them the tools to make that possible.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks

CONUNDRUM SCHOOLING: PART DEUX

August 13, 2020August 13, 2020Rachelle Dené Poth Leave a comment

Guest blog post by Jillian DuBois @JillDuBois22

When COVID chose to collide with our lives in March, teachers and educational leaders defied time and space by achieving more than we could ever dream of doing in our profession.

FOR our STUDENTS.

We gave up Spring Break. We sacrificed family time. We had sleepless nights. We KNEW what needed to be done, followed through, and gave it our all.

Some described it as distance learning. Homeschooling. Virtual school. These types of schooling require months, even years of preparation before taking on that challenge.

In the simplest of terms – it was far more than that. It was what I called CONUNDRUM schooling (conundrum – An unstable time or period, usually marked by intense difficulty or danger. Thank you to wordhippo.com for the explanatory definition.). Traumatic schooling that was disruptive, stressful, and anxiety-inducing, leaving little time for research + planning. Teachers sent up an SOS.

We grieved over what was lost. In just one critical moment, we somehow surrendered our community, fellowship, daily routines, and a predictable schedule that gave us satisfaction + security in our profession.

But we persevered. It was muddled, unpredictable, and often frustrating. We came out of it still breathing and somehow able to exhale, knowing that during our physical time away from our students we had gained meaningful pedagogy in our learning strategies and skills.

Thankfully, the #edtech platforms we chose provided excellent facilitation and reinforcement for the majority of our instruction and learning. In turn, that opened up a new path as to how to process + present our instruction differently and more efficiently. Teachers met via teleconferencing and innovatively collaborated together. We shared lesson plans, ideas, and exceeded what we assumed we could do – like superheroes.

So as I begin to conceptualize the next few weeks in preparation for the new school year…I am drawing a BIG, FAT…blank, that leads to…

CONUNDRUM SCHOOLING: PART DEUX.

The current space available in my head is not prepared for academics + curriculum planning AT ALL. I don’t even have the words to properly and politically respond to friends and family who ask how I feel about returning.

BLANK. NADA. NOTHING. (and if you know me at all, I don’t blank on anything, that’s NOT what teachers do. We are masters at improvisation.)

Moment of truth? I believe I’m a darn good teacher. The last semester drained every ounce of imagination + creative skill that I estimated I had. I’m slowly rebounding. What I DO know is that I WILL be brave + undaunted. I will NOT let fear worm its way into my tenacious spirit. I refuse to give in and give up.

I WILL consider + celebrate the progression that I made as a teacher last year.

I have cultivated new ways of being FLEXIBLE + RESILIENT. I was able to give up control and allow my students unique opportunities to drive their own learning. They participated in the decision-making process by expressing their choices when given the chance. There was extended time for inquiry + building out their curiosities with enthusiasm.

They had questions that I did not have the answers for…and that was truly amazing. There was project-based learning alternatives that sparked many in-depth conversations, ‘a-HA’ moments, and periods of self-reflection. JUST this alone was worth the efforts. We honored the process of learning + accountability as a class…together.

There MAY not have been any stellar discoveries of new content during this time of conundrum schooling, BUT there was incredible facilitation of educational experiences that they will never forget. Neither will I.

What will I carry into this new year? These things I just mentioned. I will join tens of thousands of other teachers who will be using their newly-gained expertise to keep some semblance of normalcy + security for our students.

Unlearn the conundrum. Relearn confidence with conviction.

I will teach them honesty, kindness, empathy, justice, and inclusivity. THAT is where I will begin. I know I will get to the planning + academics, don’t you worry. But FIRST things FIRST. I love them already.

We need time to heal together.

We will get there. There’s still a steep learning curve ahead with no signs of caution. Education will now be in stark contrast to what was before comfortable + traditional. As we launch with students, we will crawl along slowly. Next, steadily we will learn to walk together as weeks go by. Possibly, we may even start to run again. GRACE + PATIENCE will be generously granted each day as we encounter new circumstances and ways of life.

We are in it for the beautiful mess that it is. It will be SUCH a monumentally great year if we allow ourselves to take one day at a time, appreciate our vision + mission, and lean into our passion for our students.

Oh, and don’t forget the #impartEDjoy.

Best wishes for an amazing conundrum of a journey.

Jillian

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Here are my books available. Find them at bit.ly/Pothbooks

Exploring the World From Our Classroom

August 6, 2020July 28, 2020Rachelle Dené Poth Leave a comment

As we prepare our students for their future once they leave our classrooms, I believe that one of the most important skills that they need to develop is that of collaboration. We cannot be certain of the type of work that they will do nor the type of jobs that will exist, but being able to collaborate and to provide and receive support will be beneficial to any line of work. However, we need to go beyond the collaboration that occurs whether in person in the classroom, working in small groups or collaborating virtually through the use of digital tools. We have so many possibilities for extending their collaboration to a global scale and to best prepare for the future, this is what we must do in our classrooms. The benefit of setting up virtual collaborative learning experiences for students is that it shows the powerful capability of technology. Through different digital tools and organizations available, we can now offer faster and more reliable access to resources than we ever had before. But probably more important than this, it fosters a greater understanding of life in the real world and promotes cultural awareness for our students.

As a Spanish teacher, for years I have wanted to create global connections for my students but only until the past few years did I become more intentional about finding ways to do so. Drawing upon my experiences as a student and during the first years of my teaching career, finding opportunities or knowing where to look were areas that I struggled with. However, after doing some research and becoming more connected, there are a lot of digital tools and resources available for making these global collaborations happen and which do not take much time at all to get started.

In my practice, to connect globally, I use project-based learning is the first way that I connected my students with other classrooms and that has made a positive impact on their learning as well as on their personal growth. It simply took connecting with teachers using Edmodo as our platform and then building the different tools in to open up those conversations and create that space for students to collaborate within. Tools like Flipgrid, Synth, Padlet or Wakelet can be used for students to post messages whether written or audio or video and to work together to better understand a concept or potentially work together to solve a problem.

Resources for global collaboration and learning

Scavenger hunts: I’m sure most of us have participated in a scavenger hunt. A few years ago I found the platform Goose Chase which made it a lot easier and quicker to create a scavenger hunt for use in my classroom. What I realized is that by using digital tools like Goose Chase for example, is that those who can participate are not limited to students in the same class nor students in the same school community. Find a partner teacher to collaborate with and design a scavenger hunt that can be a way to exchange information about each respective culture, post images of the school, the town or what life is like beyond your own school community. The results would be amazing when students in both classrooms learn about another culture, become curious for learning, collaborate and problem-solve together while being in a completely different geographical location. This idea had not occurred to me until I participated in a scavenger hunt for a conference in California, from my home in Pittsburgh, and I actually won a prize. And if not Goose Chase, I can use things like Fliphunt or even Wakelet as a good friend of mine Laura Steinbrink had created. There are many tools to get started with this, but the idea is that we push beyond our own classrooms and involve other students so that we can learn and grow together.

There is no shortage of tools for use in our classrooms, whether digital or traditional format. What makes any one of them stand out is the purpose and knowing the why behind our decision to use them in our practice. When it comes to preparing our students for the future, the best that we can do is open as many doors as possible for them to look out into the world, explore, and find something that is interesting and leads them down a road of discovery. In addition to digital tools for promoting global collaboration, there are some organizations that have invested in building global awareness and digital citizenship.

Here are a few resources to start with:

Belouga: An educational platform that provides resources for educators and students to connect with classrooms around the world and engage in more authentic learning. Belouga focuses on promoting intercultural communication and offers resources such as projects for students to participate in to develop a greater global understanding. Belouga offers a deep dive series as well as a new feature that focuses on Mission 2030 and the Sustainable Development Goals.

Empatico: A free platform for use with their students ages six through 11. Educators can connect their classroom with a partner classroom and design activities to engage students in more meaningful learning as they develop greater global awareness. Through the connections made within the platform, students can build their vital 21st-century skills and take a more active role in learning.

Teach SDGs: The “Sustainable Development Goals” are something that we have been learning more about as we’ve done project-based learning in my classroom. Exploring the website and learning more about the needs and challenges around the world has made an impact on my students as well as myself for learning. Going to the Teach SDGs site, students can learn about the 17 goals set forth by the United Nations. Together we can look at global issues, learn how places around the world are solving these problems, and use this to set up connections with classrooms globally. Again it just takes finding the right tool to communicate through. It could be with Microsoft Skype, to set up a call to talk with someone who teaches in one of those places or to connect with an expert I can talk about a specific topic, but that opens up the potential to connect our students’ work together.

Write the World: Students ages 13 through 18 can write and share their work with writers from over 120 countries around the world. Through the global platform, students have opportunities to build their writing skills and become more comfortable expressing themselves. Write the World is a good way to get feedback from students, educators, and authors and to work to build a writing portfolio. With access to writing from around the world and the ability to share their work on a global scale, students and build cultural awareness and become more connected as they design their learning journey.

Global Book!: Or how about Michael Drezek, an educator from New York who came up with the idea to create a global book! Using Buncee, he started the story by sharing it with classrooms around the world and having students add to the book. In the first year, the book traveled over 23,208 miles! This is the second year that Michael is doing this project and the focus is on the global sustainability goals. Imagine having your students come up with part of a global story and in the end to see how they’ve connected with students from around the world without leaving your classroom or possibly even their seat.

As educators, we must continue to push ourselves to learn more about resources available as well as the different ways we can become more connected. There are many online events to build our skills, including virtual learning summits, webinars, and Twitter chats our own professional development. It is through these formats that we can reach out to connect ourselves and serve as a model for our students about the importance of and the power in global collaboration. Check out some of the resources that were available for global collaboration week, there are a lot of ideas and links to excellent resources.

Preparing for the Future: Career and College Ready

August 3, 2020June 26, 2020Rachelle Dené Poth Leave a comment

Previously posted on Getting Smart

Over the past couple of months we have had to make many adjustments to our personal and professional lives. During this unprecedented time, educators and families have been trying to find balance in their days, to work together to keep learning going, and perhaps more importantly, to provide the academic, emotional, and mental support that our students need.

For many educators, finding the right resources that can be used to teach and mentor remotely, and which will also engage students in learning activities, can be difficult. The challenge is not so much in finding tools, but rather in knowing whether our students can access them, determining which will benefit them the most, and making sure that we can provide the support that students and families need. At this time of the year in particular, guidance counselors and educators who work with mentoring programs are quite busy as they help seniors prepare to graduate from high school or other students as they transition to a new grade level or school. In many school districts across the United States, students are required to complete a job shadow, explore careers, and develop a digital portfolio that will become part of their application for college or work. Integral to these requirements are school guidance counselors.

After speaking with a guidance counselor from my school and following conversations in different learning communities and on social media, I’ve noticed that guidance counselors are seeking resources that can help them to provide this same support for students during remote learning. Even when we are in school with access to guidance counselors and resources, it can be difficult for students as they prepare to transition to their next grade or the next phase of their educational or work journey after graduation. Trying to plan their next steps, whether entering the workforce or pursuing a college education, has not been easy during this time. Students have questions about jobs, college applications, and skills needed for the future and without being in the same space, providing that information can be a challenge. However, there are many resources available to educators, students, and parents that can help now while we are experiencing school closures and that will be beneficial throughout the year in addition to the programs already in place.

Here are seven options for guidance counselors to support students during their transitions between grades, schools, and education and career. These options provide ways for students to explore careers, find job shadow opportunities, create digital portfolios, and even visit college campuses.

Career Readiness. In Pennsylvania, the Lincoln Intermediate Unit has a website that provides many links related to career awareness and readiness that will be helpful to elementary, middle and high school educators and students everywhere. It also offers resources for secondary transitions for special educators, direct links to the PA Department of Education, opportunities for virtual college and job visits, and many other relevant materials for educators that are helping students to determine their career pathways.

Couragion. Provides work-based learning experiences for students. Some options include career shadowing for students in grades 4 through 8 and micro badging for career exploration for middle and high school students. There are four curricular models to explore including technology, engineering, manufacturing, and business. There is also information provided for doing remote externships during the summer months and students can also build career portfolios.

Ecampus Tours. Educators and students can choose from more than 1,300 tours to explore college campuses in 360-degree virtual tours. The website also offers additional resources for college planning as well as materials for guidance counselors such as documents and other handouts for students and parents to plan for college.

MyPlan. Through the Career Exploration section of their site, there are videos, salary calculators, and other resources that enable students to explore different careers at their own pace. Students can learn about different industries, find out about the top 10 careers, and even ask questions in the community to learn more about specific careers and skills needed.

Nepris. This site offers educators the opportunity to connect students with professionals working in many different careers and industries. Through their Career Explorer program, educators can request a speaker to join in a virtual discussion with students, provide students with an authentic audience as they present project-based learning, or even arrange a panel discussion. There are live virtual chats and more than 9,000 recordings available for students to explore different careers on their own time. The virtual industry chats and video library are available to everyone during this time.

Smart Futures. This Pittsburgh-based company has created SmartFutures.org, an online career planning platform for students, whether kids or young adults. Using Smart Futures, students take surveys and complete activities to learn more about their skills and interests, and are able to explore careers and create their digital portfolio. E-Mentors are also available through Smart Futures.

Xello. This resource provides a variety of options for students to learn more about careers and build future-ready skills as they transition through each level of school. Using Xello, students take an assessment and then can explore hundreds of career and college options that match their results. As they work through the activities, reading biographies and engaging with the resources provided, a portfolio of their work and explorations is created. Xello’s software also assists students with gathering documents needed as they prepare college applications.

Regardless of whether in the physical or virtual space, we need to support students and provide them with opportunities to explore their interests and prepare for the future, whether for careers or college. Using any one of these resources, students have opportunities to build self-awareness of their skills and interests and can engage in different learning experiences that prepare them for the future.